Are the many crises of higher education real, or are they in the eye of the beholder? They are evidently something of both: The crises to which we are characteristically alerted are manifestations in the real of the world and indicate much about our scholars' perceptions and even their values. To say this, however, invites the question: can we…

Feedback literacy in higher education has come as a reaction to the ineffective focus on teacher's delivery of feedback and its passive reception by students rather than on students' active participation in receiving feedback and constructing it (Nicol & Macfarlane-dick, 2006; Nicol, 2019). Therefore, the aim of this theoretical paper is to…

When visual literacy ethics instruction in higher education focuses only on teaching academic citation styles and fair use, students are unprepared for professional environments with less-defined ethical rules and harsher consequences. Instructors should look to visual literacy, metaliteracy, and disciplinary information literacy to identify…

Intensive research attention has focused on developing students' evaluative judgement within the higher education curriculum, but little has addressed how it can be measured. The contextual nature of evaluative judgement makes it difficult to generate an encompassing instrument, highlighting the need for situated measurement tools. Against this…

Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students' evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore…

A new approach to teaching web source evaluation is necessary for an internet that is increasingly littered with sources of questionable merit and motivation. Initially pioneered by K-12 educational specialists, the journalistic model avoids the cognitive duality of the checklist and a reliance on opaque terms and concepts. Instead, it recommends…

Authenticity has been identified as a key characteristic of assessment design which promotes learning. Authentic assessment aims to replicate the tasks and performance standards typically found in the world of work, and has been found to have a positive impact on student learning, autonomy, motivation, self-regulation and metacognition; abilities…

Given what seems a constant barrage of criticism aimed at the academy from politicians and the public--and the great concern for buzz words like accountability and transparency--it has become fairly routine to see a defense of the humanities in opinion pieces in "Inside Higher Education," "The Chronicle of Higher Education,"…

In this article, the author reviews King and Kitchener's "Reflective Judgment Interview" ("RJI"). On the "RJI" website Patricia King notes that a widely espoused outcome of college is the ability to draw reasonable conclusions about complex issues based on incomplete and/or conflicting information. Drawing on the…

The Association Supporting Computer Users in Education (ASCUE) is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. Begun in 1968 as the College and University Eleven-Thirty Users' Group…

These proceedings contain the papers and poster of the 6th International Conference on Educational Technologies 2019 (ICEduTech 2019), which has been organised by the International Association for Development of the Information Society and co-organised by the Lingnan University, in Hong Kong, February 8-10, 2019. ICEduTech is the scientific…

It is suggested that a more specific emphasis should be placed in undergraduate education on the explicit development of the ability to make evaluative judgements. This higher level cognitive ability is highlighted as the foundation for much sound and successful personal and professional development throughout education, and in lifelong…

Past studies indicate that students are frequently poor judges of their likely academic performance in the classroom. The difficulty a student faces in accurately predicting performance on a classroom exam may be due to unrealistic optimism or may be due to an inability to self-evaluate academic performance, but the resulting disconnect between…

Decisions by markers about quality in student work remain confusing to most students and markers. This may in part be due to the relatively subjective nature of what constitutes a quality response to an assessment task. This paper reports on an experiment that documented the process of decision-making by multiple markers at a university who…

Knowledge use and production is complex and so also are attempts to judge its quality. Research synthesis is a set of formal processes to determine what is known from research in relation to different research questions and this process requires judgements of the quality and relevance of the research evidence considered. Such judgement can be…